No abstract

The purpose of this research was to examine the relevance of emotioncy in Persian dubbing preference. Emotioncy deals with senseinduced emotions which can change individuals' interpretation. Approximately two hundred Iranian native speakers of Persian were asked to participate in the study and complete two instruments after viewing five pairs of dubbed segments into Persian. After the originally-designed instruments, emotioncy and dubbing lexical preference scales, had been confirmed for their construct validity using Rasch analyses, structural equation modeling (SEM) was employed to examine the relationship between emotioncy and dubbing lexical preference on the part of the participants who viewed dubbed segments. The analyses revealed that the viewers in this study found a dubbed foreign audiovisual text which contains higher emotioncy lexical items more preferable. This quantitative study recommends supplementary qualitative studies as well as the replication of this design in other language combinations and other modalities of audiovisual translation to complement the findings of this research.

Given the prominence of cognitive and affective factors in teacher effectiveness, this study intends to look at the issue from a different perspective and examine the roles of contextualization and emotionalization in teacher success. In so doing, 305 English as a Foreign Language (EFL) learners rated their English teachers to determine the extent to which they contextualize and emotionalize their instructions. During the first phase of the study, a pair of scales were constructed and substantiated via Confirmatory Factor Analysis (CFA) to serve the abovementioned purpose. As for the second phase, Structural Equation Modeling (SEM) was utilized to shed light on any probable relationships among the independent variables and teacher success. The results indicated that, teachers who contextualize and emotionalize their instructional practices, enjoy an enhanced level of success. Moreover, it was revealed that, in the close competition between contextualization and emotionalization, contextualization was identified as a slightly better predictor of teacher success. Building upon the rather strong links between the sub-construct of contextualization and emotionalization, it was further inferred that, mutual juxtaposition of the two concepts contribute to teacher success. In the end, the results were discussed in the realm of English language education.

No abstract